Inequalities in Demand and Access to Early Childhood Education in India

Autor/in	Ghosh, Saikat
Titel	Inequalities in Demand and Access to Early Childhood Education in India
Quelle	In: International Journal of Early Childhood, 51 (2019) 2, S.145-161 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghosh, Saikat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-019-00241-8
Schlagwörter	Foreign Countries; Access to Education; Early Childhood Education; Educational Demand; Equal Education; Preschool Education; Young Children; Public Education; Parent Attitudes; Decision Making; Educational Attainment; Socioeconomic Background; Attendance; Role of Education; India + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; Bildungsanforderung; Bildungsnachfrage; Pre-school education; Vorschulerziehung; Frühe Kindheit; Öffentliche Erziehung; Elternverhalten; Decision-making; Entscheidungsfindung; Bildungsabschluss; Bildungsgut; Sozioökonomische Lage; Anwesenheit; Bildungsauftrag; Indien
Abstract	Global investment in early childhood education is a key policy to address social and economic disadvantage for children and families. Since 1975, India has one of the world's largest provisions for free, public early childhood education, under a program called the "Integrated Child Development Scheme." However, almost half of the children in India still do not have access to early childhood education and the reasons behind this inequality are largely unidentified. This study investigates the nature of factors affecting demand and access to preschool and how parental decisions may be influenced by parents' education and other socio-economic factors, societal status, and awareness of the value of preschool attendance. The analyses draw on survey data collected from 1373 households in two districts in West Bengal with data gathered through extensive fieldwork in 2015. A key factor affecting preschool non-attendance was found to be lower levels of parent education. This explained the largest variation in the data. It is important to increase parental awareness on the value of preschool, as well as to increase the availability of early childhood education in rural, as well as in urban districts, in India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01